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• Preface
• Chapter 1. The Forgotten Factors of Disciplinary Writing Assessments: Assessing Student Perceptions and Self-Efficacy
• Chapter 2. Specially Designed Assessment of Writing to Individualize Instruction for Students
• Chapter 3. Young Children's Explanations: Assessing Content and Genre Knowledge in Early Science Writing
• Chapter 4. Understanding Beginning Writers' Narrative Writing With a Multidimensional Assessment Approach
• Chapter 5. Framework for Evaluating Written Explanations of Numerical Reasoning
• Chapter 6. Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations
• Chapter 7. The Rubric for Scientific Writing: A Tool to Support Both Assessment and Instruction
• Chapter 8. Dialogic Writing Assessment in the History Classroom
• Chapter 9. Formative Assessments to Promote Equitable Practices and Support Learners' and Instructors' Goal Setting for Life-Long Growth
• Compilation of References
• About the Contributors
• Index.

"Assessing Disciplinary Writing in Both Research and Practice tackles the challenge of measuring writing skills in specific content areas, which is crucial for preparing students to communicate as field experts and for their future careers. Edited by Katherine Wright, Associate Professor of Literacy and Language at Boise State University, and Tracey Hodges, Founder and Lead Consultant of The Empowering Advocate, this book provides solutions by bringing together validated measures and practical assessment strategies that can be used in both research and instruction. The book's theoretical foundations cover multimodal disciplinary writing, assessing disciplinary writing versus content-area writing, and using assessment as a tool for disciplinary writing instruction. Practical methods for assessing writing in social studies, science, mathematics, English and language arts, and other genres at the elementary, middle, and high school levels are included, as well as assessment strategies for specific populations of students such as undergraduate students, English learners, gifted and talented students, special needs students, and incarcerated students. This highly valued reference is essential for academic scholars, K12 teachers, and educational researchers who want to improve writing instruction and research in content- and discipline-specific areas. By providing validated measures and methods for assessing disciplinary writing, this edited book helps bridge the gap between research and practice and enables practitioners to better measure student growth and improve writing instruction. This publication is the first step towards advancing research and improving writing instruction in content- and discipline-specific areas."-- Provided by publisher.

• Glossary 1. The Latin-Anglo-Norman Glossary
• Glossary 2. The First Latin-English Class Glossary
• Glossary 3. The Latin Glossary with Glosses in the Vernacular
• Glossary 4. The Second Latin-English Class Glossary

"This volume presents the first full edition and study of the four glossaries preserved in Oxford, Bodleian Library, MS Bodley 730. The glossaries offer evidence of the continuity of the Old English glossarial tradition well into the Middle English period; with Latin (and sometimes Greek) entries followed by Latin, Anglo-Norman, and English glosses, they bear witness to the multilingual environment of late-twelfth and early thirteenth-century England. An introduction sets the glossaries in the history of medieval English lexicography, and textual apparatus and notes provide interpretations, parallels, and commentary on each entry."-- Provided by publisher

How does Cajun literature, emerging in the 1980s, represent the dynamic processes of remembering in Cajun culture? Known for its hybrid constitution and deeply ingrained oral traditions, Cajun culture provides an ideal testing ground for investigating the collective memory of a group. In particular, francophone and anglophone Cajun texts by such writers as Jean Arceneaux, Tim Gautreaux, Jeanne Castille, Zachary Richard, Ron Thibodeaux, Darrell Bourque, and Kirby Jambon reveal not only a shift from an oral to a written tradition. They also show hybrid perspectives on the Cajun collective memory. Based on recurring references to place, the texts also reflect on the (Acadian) past and reveal the innate ability of the Cajuns to adapt through repeated intertextual references. The Cajun collective memory is thus defined by a transnational outlook, a transversality cutting across various ethnic heritages to establish and legitimize a collective identity both amid the linguistic and cultural diversity in Louisiana, and in the face of American mainstream culture. Cajun Literature and Cajun Collective Memory represents the first analysis of the mnemonic strategies Cajun writers use to explore and sustain the Cajun identity and collective memory.
(source: Nielsen Book Data)

• Chapter 1. An Australian narrative coordinating an economic English course during COVID-19
• Chapter 2. Teaching presence during the COVID-19 pandemic: practices of EAP teachers in a Thai university
• Chapter 3. Teaching EAP and ESP to undergraduates during COVID-19 in Hong Kong
• Chapter 4. Content-based ESP instruction at hong kong tertiary level: student and teacher perceptions of a hybrid approach in a state of flux during the COVID-19 pandemic
• Chapter 5. Lessons learnt from ERT: an EAP case study at a Japanese university
• Chapter 6. Responding to COVID-19: teaching of EAP to non-native postgraduates of performing arts
• Chapter 7. Responding to the challenges of moving an on-campus pre-sessional course online during the COVID-19 pandemic
• Chapter 8. Developing practice with breakout rooms: a diffracted intra-active reading for professional development
• Chapter 9. Transitioning to the new normal: experiences from a Sino-British institution
• Chapter 10. Writing instruction in English for academic purposes classrooms during the COVID-19 pandemic: a review of current evidence
• Chapter 11. Why professional development is the key to high quality provision in EMI higher education EAP in the age of COVID-19

The COVID-19 outbreak has changed the educational landscape as higher education institutions around the world were forced to close their physical campuses to slow or contain the spread of the virus. The rapid, unexpected, and forced transition to emergency remote teaching has been especially challenging for second- and foreign-language learners who rely on English for Academic Purposes (EAP) courses to help them transition from secondary school to higher education and succeed in their academic studies. To ensure these learners are receiving the best education possible, additional study on the difficulties, opportunities, and strategies of teaching English for Academic Purposes courses is required. Cases on Teaching English for Academic Purposes (EAP) During COVID-19: Insights From Around the World explores the effect of emergency remote teaching in offering quality EAP education to second- and foreign-language students and preparing them for their university studies in response to COVID-19 from a variety of contexts around the world. This book also contributes to developing effective practices for supporting and sustaining EAP teaching in an English-medium instruction environment during and after a pandemic. Covering topics such as remote teaching, writing instruction, and breakout rooms, this reference work is ideal for teachers, administrators, policymakers, scholars, practitioners, academicians, researchers, instructors, and students.
(source: Nielsen Book Data)
This book explores the effect of emergency remote teaching in offering quality English for academic purposes (EAP) provisions to second/foreign-language students and preparing them for their university studies in response to the Covid-19 pandemic from a variety of contexts around the world. By offering observations from Europe, Asia, Middle East, and North America this book contributes to developing effective practices for supporting and sustaining EAP teaching in an English-medium instruction environment during and after a pandemic. By presenting effective practices for both novice and experienced EAP practitioners from a variety of contexts this book provides EAP teachers, teacher trainers, and program administrators with both practical and theoretical insight, and strategies into how to sustain quality EAP instruction in an EMI environment.
(source: Nielsen Book Data)

• Why Is It So Hard to Talk about Antisemitism? / Mara Lee Grayson & Judith Chriqui Benchimol
• The Study of Comedic Rhetoric as an Antidote to Antisemitism / Lauri Mattenson
• Repairing the World: Raising Awareness through Social Justice Action in the English Classroom / Rachel Kraushaar
• Avoiding Conflation, Deflection, and Distraction: Untangling Antisemitism from Zionism and Anti-Zionism / Mara Lee Grayson
• Community Engagement Positionality Statements: An Introduction / Alex Slotkin
• Expanding a Pedagogy of Identity / Gillian Steinberg
• Teaching the Past to Protect the Future: Degenerate Art as a Modern-Day Cultural Warning / Cheryl Hogue Smith Representations of the Holocaust and Connected Histories / Ania Switzer
• Teaching Art Spiegelman's Maus and Kendrick Lamar's album DAMN. in the Predominantly White, Catholic College Classroom / Maureen Daniels Akerib
• Jewish Experiences That Move Beyond Holocaust Narratives: A Resource For English Teachers / Judith Chriqui Benchimol

"Studies on L2 writing tasks with child learners have broken through several barriers in the past few years: writing, which had been considered a solitary task, has been successfully implemented in collaboration; new and more comprehensive writing and feedback strategies have been implemented; task repetition has made its way from oral into writing tasks and, finally, research analyses of linguistic outcomes have been complemented by measures of task motivation. These studies and their findings demonstrate that child L2 writing constitutes a new field of inquiry that deserves to be addressed. This book includes a comprehensive analysis of the research conducted on L2 writing tasks with young learners, pinpoints the specificity of writing tasks for this population, identifies the research gaps that pave the way for future research and offers a guide for teachers who wish to implement writing tasks with young language learners"-- Provided by publisher

"Taking an interdisciplinary stance, this pioneering book shows what we can learn about the grammatical choices that people make based on both observational and experimental data. It conducts detailed state-of-the-art analyses, and discusses the findings within the context of current theoretical models of grammatical variation in World Englishes"-- Provided by publisher.

• Frontmatter
• Acknowledgments
• Contents
• List of acronyms
• Chapter 1 Introduction
• Chapter 2 Understanding ELF interactions from a participant-relevant emic perspective
• Chapter 3 Pragmatic research into ELF: The need for a multimodal perspective and more work on conflict talk
• Chapter 4 Data collection and transcript conventions
• Chapter 5 Interactional management of competitive overlaps
• Chapter 6 Interactional management of disagreement
• Chapter 7 Interactional management of third-party complaints in extended sequences of talk
• Chapter 8 Conclusion
• Appendices
• Appendix A
• Appendix B
• Appendix C
• Appendix D
• References
• Index

This volume aims to fill two gaps in pragmatic research into English as a lingua franca (ELF): the investigation of conflict talk and the incorporation of a multimodal perspective into the analysis of ELF interactions. To this end, multimodal conversation analysis is used, combined with the perspective of politeness theory. The author shows how interactants use multimodal resources to manage competitive overlaps, disagreement, and third-party complaints in casual ELF conversations among friends. In doing so, the notion of cooperativeness is re-examined, and the appropriateness of an intercultural approach to analyzing multimodal resources in ELF interactions is demonstrated.

Research on sound change often focuses on vowels, yet consonantal sound change also offers fascinating insights into language development and variation. This pioneering book provides a detailed investigation of consonantal sound change in English, by analyzing a large corpus of specifically designed field recordings from Austin, Texas. It offers one of the most in-depth analyses of /str/-retraction to date, drawing comparisons with studies of change in the distinguishing phonetic features of other varieties of English, and with studies of /str/-retraction in other Germanic languages. It further deepens our understanding of sound change by including qualitative data to position the sound change in the social reality of Austin, showing that specific sound changes are universally driven by age, gender and ethnicity. The results provide a testing ground for models of sociolinguistic and sound change, and highlight the importance of the social fabric of language in modeling language change.

"The range of meanings expressed by derivatives formed by the attachment of the four principal verb-forming suffixes ate, en, ify and ize has been the subject of extensive analysis for over two decades. From a descriptive perspective, the research reported here constitutes the most comprehensive usage-based analysis of verbal derivatives available to date and provides register-based and diachronic comparisons of usage and distribution patterns across corpora of spoken English. The semantic analysis adopts the seven well-established semantic categories of verbal derivatives and extends the set to twenty by including further meaning classes documented in the morphological literature and additional senses that emerged from the contextualized analysis of complex verbs in the datasets. From a theoretical perspective, the novel approach involves the explicit linking of affix schemas from Construction Morphology to argument structure constructions from Construction Grammar, and proposes a unified model of verb-forming suffixation that accounts for the multi-functional characteristics of verbal derivatives"-- Provided by publisher.

• 1. Introduction (Kieran Harrington and Patricia Ronan)
• 2. Learning to teach English as a Foreign language with Corpus Linguistic approaches: A survey of teacher training students attitudes (Patricia Ronan)
• 3. A flexible framework for integrating data-driven learning (Ivor Timmis and Jane Templeton)
• 4. Speaking and listening: Two sides of the same coin (Mike McCarthy and Jeanne McCarten)
• 5. Corpus linguistics and writing instruction (Eric Friginal, Ashleigh Cox and Rachelle Udell)
• 6. Corpus affordances in foreign language reading comprehension (Alejandro Curado Fuentes)
• 7. Corpus linguistics and grammar teaching (Christian Jones)
• 8. Corpus linguistics and vocabulary teaching (Leo Selivan)
• 9. Culture in English Language Teaching: Let the language do the talking (Kieran Harrington)
• 10. World Englishes and the second language classroom: why introducing varieties of English is important and how corpora can help (Sarah Buschfeld and Emily Weidle)
• 11. Annotating VOICE for pedagogic purposesthe case for a mark-up scheme of pragmatic functions in ELF interactions (Stephanie Riegler)
• 12. Detecting and analysing learner difficulties using a learner corpus without error tagging (Gerold Schneider)
• 13. The potential impact of EFL textbook language on learner English: A triangulated corpus study (Elen Le Foll)
• 14. Conclusion (Patricia Ronan and Kieran Harrington)

"What do three murderers, Karl Marx's daughter and a vegetarian vicar have in common? They all helped create the Oxford English Dictionary. The Oxford English Dictionary has long been associated with elite institutions and Victorian men. But the Dictionary didn't just belong to the experts; it relied on contributions from members of the public. By 1928, its 414,825 entries had been crowdsourced from a surprising and diverse group of people, from astronomers to murderers, naturists, pornographers, suffragists and queer couples."--Publisher's website.

• List of Figures
• List of Tables
• Acknowledgements
• 1. Introduction
• 2. Concepts, Data, and Methods
• 3. Non-Canonical Beginnings
• 4. Variation in the Middle
• 5. Special Endings
• 6. Connectives
• 7. Pronouns and Ellipsis
• 8. Discourse Markers
• 9. Grammar and Genre
• References
• Index.
• (source: Nielsen Book Data)

Discourse Syntax is the study of syntax that requires an understanding of the surrounding text and the overall discourse situation, including considerations of genre and modality. Using corpus data and insights from current research, this book is a comprehensive guide to this fast-developing field. It takes the reader 'beyond the sentence' to study grammatical phenomena, like word order variation, connectives, ellipsis, and complexity. It introduces core concepts of Discourse Syntax, integrating insights from corpus-based research and inviting the reader to reflect on research design decisions. Each chapter begins with a definition of learning outcomes, provides results from empirical articles, and enables readers to critically assess data visualization. Complete with helpful further reading recommendations as well as a range of exercises, it is geared towards intermediate to advanced students of English linguistics and it is also essential reading for anyone interested in this exciting, fast-moving discipline.
(source: Nielsen Book Data)

"Combining both qualitative and quantitative methods and juxtaposing two linguistic theories, this study provides an account of the function and development of evaluative of-binomials, an important phenomenon in the English language. Comprehensive in its scope, it is essential reading for researchers in syntax, semantics, and corpus linguistics"-- Provided by publisher.

The binomial noun phrase, or of-binomial, is an important phenomenon in the English language. Defined as a noun phrase that contains two related nouns, linked by the preposition of, examples include a hell of a day and a beast of a storm. This pioneering book provides the first extensive study of the evaluative binominal noun phrases (EBNP) in English, exploring the syntactic rules that govern them, and the (functional) semantic and pragmatic links between the two nouns. Combining quantitative and qualitative methods, corpus data, and two different theoretical approaches (Construction Grammar and Functional Discourse Grammar), it argues that the EBNP now functions as a stage in a grammaticalization path that begins with a prototypical N+PP construction, continues with the head-classifier, and ends with two new of-binominal constructions: the evaluative modifier and binominal intensifier. Comprehensive in its scope, it is essential reading for researchers in syntax, semantics, and English corpus linguistics

• The empirical study of language
• Planning the construction of a corpus
• Building and annotating a corpus
• Analyzing a corpus.

"Now in its second edition, this is a step-by-step guide to creating and analyzing linguistic corpora. It has been extensively updated to reflect the new developments in this rapidly evolving field, and is illustrated with a wide range of examples, making it essential reading for students in all areas of linguistics"-- Provided by publisher.